With the 4.0 industrial revolution, the internet of things is booming, so the process of knowledge transfer in schools has changed. The birth and development of smart devices makes people connected and enjoy the benefits of the internet, helping to receive knowledge faster and shorten the distance. First of all, IT has created an opportunity for everyone to have the right to learn, to learn anywhere, anytime, without necessarily having to learn face to face. Through the Internet, you can learn with good teachers at a distance, even in another country. Learners can proactively access the learning network at any time depending on their free time.
The most important benefit, of great significance, that IT brings is the new model of education and training. Teaching and learning methods, structure, and organizational processes all have fundamental changes. The characteristic of the traditional model is that the teacher is the center and the learner is passive. With the new model, the teacher becomes a motivator, an expert guide. They play a guiding role, helping students to explore and research on their own, transforming accessible information into knowledge and skills. Students are proactive, adaptive, self-controlled and self-directed. The diversity of information sources available through technology (via the Internet) creates self-guided learning opportunities for learners, independent of direct teaching from teachers. Technology makes teaching and learning more vivid, more appropriate to the diversity of conditions and abilities of each individual learner.
It can be affirmed that IT has been creating a strong innovation in education. From innovation in program content, teaching methods, to innovation in education management, education technology... Or in other words, it creates a new education system that adapts to the changing social environment and is also the trend of the education system in the future. This is the most important issue today in the field of education that all countries are concerned about.
IT creates professionalism in education. From there, educational technologies appear, including teaching and learning technology and educational management technology.
- Teaching and learning technology: Changes the content and methods of teaching, changes the methods and forms of learning of students. The relationship between computers and humans has become a two-way relationship through media, such as video, audio... its peak is the learning environment on the Internet (E-Learning).
- Educational management technology: Changes the way of operating and managing education, supports administrative reform to work more effectively and manage the teaching and learning process.
Thanks to educational technology, IT has clearly demonstrated its role as a tool for all educational innovations. IT provides educational resources for everyone, changing the role of people, learners can promote positivity. It is both a means, a tool and a purpose of education and training. Applying IT in teaching will change the form of teaching: Teachers can mobilize and combine many senses of students in the teaching and learning process. With the support of modern teaching aids, IT equipment, students learn with multiple senses, practice by themselves, present their own opinions, students' knowledge acquisition is easier and knowledge is remembered longer.
- With the support of IT, teachers can easily innovate teaching methods. Teachers can implement new and highly effective teaching models such as: discovery learning, project-based learning, programmatic learning, online learning, etc.
- In the era of industry 4.0, applying IT in teaching can solve the contradiction between the information explosion and the learning time, level and strength of today's students, and at the same time solve the problem of learning overload.
of students. Moreover, it also gives students a sense of professional and modern learning.
From the requirements of the 4.0 industrial revolution, educational managers must apply the achievements of this revolution in school management content. Develop schools in a smart direction based on digitalization, modernity in internet application in management and teaching.
1.3.2. Comprehensive fundamental innovation of Vietnamese education and its impact on the need to innovate the teaching and learning process
1.3.2.1. New points in the 2018 general education program
Thoroughly implementing the viewpoints, guidelines and policies of the Party and State on educational innovation in general, the innovation of general education programs and textbooks is carried out according to the following main points:
- Develop learners' qualities and abilities, ensuring harmony between teaching letters and teaching people.
- The structure and content of textbook programs must ensure standardization, modernization, international integration, and ensure integrity, flexibility, and consistency within and between levels of education.
- Innovate methods and forms of educational organization to develop students' qualities and abilities.
- Manage the development and implementation of the program to ensure feasibility, flexibility, and suitability to the locality and student population.
The 2018 general education program has the following basic characteristics:
+ Built to develop learners' abilities.
+ The program consists of 2 stages: basic and post-basic, with the principle of integration in lower grades and deep differentiation in upper grades.
+ Local education content, increasing elective subjects, educational activities suitable to the conditions of the school, locality and learners.
+ Innovate teaching methods and evaluate educational results to develop students' capacity.
+ A common program and many sets of textbooks.
With the above innovative orientations, teachers need to be equipped and developed with many new skills, especially the skills of applying IT in teaching. Testing and evaluating students must be knowledgeable about the program, solid in expertise, proficient in technology, and creative in applying teachers' evaluation solutions.
Thus, it can be seen that the innovation of general education programs has brought about many positive impacts but at the same time, it also created new requirements for the training and retraining of teachers of pedagogical universities; building new teacher training programs in accordance with the 2018 general education program, paying attention to training teachers in integrated and interdisciplinary teaching, fostering skills and capacity to apply IT in teaching.
1.3.2.2. Difference between content-based and competency-based programs
Characteristic
Content-based programming | Competency-based program | |
Program image | ||
Key Points | - Receive knowledge | - Self-creating knowledge and applying it knowledge into life |
Activity type dynamic | - From teacher to student | - Learners and teachers together cooperate |
Learning style | - Mainly acquire knowledge and cognitive skills. - Emphasize cognitive skills and logical thinking. - Each knowledge and skill is learned intermittently, with little repetition and in each subject. | - Create and apply knowledge, skills and attitudes in an integrated manner in real contexts to gradually develop capacity. - Emphasize cognitive skills, critical thinking, communication skills, and collaboration skills. - Each competency is developed continuously in a spiral shape in many fields/subjects, over time. |
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Impact of the Demand for Fundamental and Comprehensive Innovation in Education and Training -
![Mobile Phone Usage in Hanoi Inner City Area
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zt2a3gsconsumer,consumption,consumer behavior,marketing,mobile marketing
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- Test the relationship between demographic variables and consumer behavior for Mobile Marketing activities
The analysis method used is the Chi-square test (χ2), with statistical hypotheses H0 and H1 and significance level α = 0.05. In case the P index (p-value) or Sig. index in SPSS has a value less than or equal to the significance level α, the hypothesis H0 is rejected and vice versa. With this testing procedure, the study can evaluate the difference in behavioral trends between demographic groups.
CHAPTER 4
RESEARCH RESULTS
During two months, 1,100 survey questionnaires were distributed to mobile phone users in the inner city of Hanoi using various methods such as direct interviews, sending via email or using questionnaires designed on the Internet. At the end of the survey, after checking and eliminating erroneous questionnaires, the study collected 858 complete questionnaires, equivalent to a rate of about 78%. In addition, the research subjects of the thesis are only people who are using mobile phones, so people who do not use mobile phones are not within the scope of the thesis, therefore, the questionnaires with the option of not using mobile phones were excluded from the scope of analysis. The number of suitable survey questionnaires included in the statistical analysis was 835.
4.1 Demographic characteristics of the sample
The structure of the survey sample is divided and statistically analyzed according to criteria such as gender, age, occupation, education level and personal income. (Detailed statistical table in Appendix 6)
- Gender structure: Of the 835 completed questionnaires, 49.8% of respondents were male, equivalent to 416 people, and 50.2% were female, equivalent to 419 people. The survey results of the study are completely consistent with the gender ratio in the population structure of Vietnam in general and Hanoi in particular (Male/Female: 49/51).
- Age structure: 36.6% of respondents are <23 years old, equivalent to 306 people. People from 23-34 years old
accounting for the highest proportion: 44.8% equivalent to 374 people, people aged 35-45 and >45 are 70 and 85 people equivalent to 8.4% and 10.2% respectively. Looking at the results of this survey, we can see that the young people - youth account for a large proportion of the total number of people participating in the survey. Meanwhile, the middle-aged people including two age groups of 35 - 45 and >45 have a low rate of participation in the survey. This is completely consistent with the reality when Mobile Marketing is identified as a Marketing service aimed at young people (people under 35 years old).
- Structure by educational level: among 835 valid responses, 541 respondents had university degrees, accounting for the highest proportion of ~ 75%, 102 had secondary school degrees, ~ 13.1%, and 93 had post-graduate degrees, ~ 11.9%.
- Occupational structure: office workers and civil servants are the group with the highest rate of participation with 39.4%, followed by students with 36.6%. Self-employed people account for 12%, retired housewives are 7.8% and other occupational groups account for 4.2%. The survey results show that the student group has the same rate as the group aged <23 at 36.6%. This shows the accuracy of the survey data. In addition, the survey results distributed by occupational criteria have a rate almost similar to the sample division rate in chapter 3. Therefore, it can be concluded that the survey data is suitable for use in analysis activities.
- Income structure: the group with income from 3 to 5 million has the highest rate with 39% of the total number of respondents. This is consistent with the income structure of Hanoi people and corresponds to the average income of the group of civil servants and office workers. Those
People with no income account for 23%, income under 3 million VND accounts for 13% and income over 5 million VND accounts for 25%.
4.2 Mobile phone usage in Hanoi inner city area
According to the survey results, most respondents said they had used the phone for more than 1 year, specifically: 68.4% used mobile phones from 4 to 10 years, 23.2% used from 1 to 3 years, 7.8% used for more than 10 years. Those who used mobile phones for less than 1 year accounted for only a very small proportion of ~ 0.6%. (Table 4.1)
Table 4.1: Time spent using mobile phones
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Alid
<1 year
5
.6
.6
.6
1-3 years
194
23.2
23.2
23.8
4-10 years
571
68.4
68.4
92.2
>10 years
65
7.8
7.8
100.0
Total
835
100.0
100.0
The survey indexes on the time of using mobile phones of consumers in the inner city of Hanoi are very impressive for a developing country like Vietnam and also prove that Vietnamese consumers have a lot of experience using this high-tech device. Moreover, with the majority of consumers surveyed having a relatively long time of use (4-10 years), it partly proves that mobile phones have become an important and essential item in peoples daily lives.
When asked about the mobile phone network they are using, 31% of respondents said they are using the network of Vietel company, 29% use the network of
of Mobifone company, 27% use Vinaphone companys network and 13% use networks of other providers such as E-VN telecom, S-fone, Beeline, Vietnammobile. (Figure 4.1).
Figure 4.1: Mobile phone network in use
Compared with the announced market share of mobile telecommunications service providers in Vietnam (Vietel: 36%, Mobifone: 29%, Vinaphone: 28%, the remaining networks: 7%), we see that the survey results do not have many differences. However, the statistics show that there is a difference in the market share of other networks because the Hanoi market is one of the two main markets of small networks, so their market share in this area will certainly be higher than that of the whole country.
According to a report by NielsenMobile (2009) [8], the number of prepaid mobile phone subscribers in Hanoi accounts for 95% of the total number of subscribers, however, the results of this survey show that the percentage of prepaid subscribers has decreased by more than 20%, only at 70.8%. On the contrary, the number of postpaid subscribers tends to increase from 5% in 2009 to 19.2%. Those who are simultaneously using both types of subscriptions account for 10%. (Table 4.2).
Table 4.2: Types of mobile phone subscribers
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
Prepay
591
70.8
70.8
70.8
Pay later
160
19.2
19.2
89.9
Both of the above
84
10.1
10.1
100.0
Total
835
100.0
100.0
The above figures show the change in the psychology and consumption habits of Vietnamese consumers towards mobile telecommunications services, when the use of prepaid subscriptions and junk SIMs is replaced by the use of two types of subscriptions for different purposes and needs or switching to postpaid subscriptions to enjoy better customer care services.
In addition, the majority of respondents have an average spending level for mobile phone services from 100 to 300 thousand VND (406 ~ 48.6% of total respondents). The high spending level (> 500 thousand VND) is the spending level with the lowest number of people with only 8.4%, on the contrary, the low spending level (under 100 thousand VND) accounts for the second highest proportion among the groups of respondents with 25.4%. People with low spending levels mainly fall into the group of students and retirees/housewives - those who have little need to use or mainly use promotional SIM cards. (Table 4.3).
Table 4.3: Spending on mobile phone charges
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
<100,000
212
25.4
25.4
25.4
100-300,000
406
48.6
48.6
74.0
300,000-500,000
147
17.6
17.6
91.6
>500,000
70
8.4
8.4
100.0
Total
835
100.0
100.0
The statistics in Table 4.3 are similar to the percentages in the NielsenMobile survey results (2009) with 73% of mobile phone users having medium spending levels and only 13% having high spending levels.
The survey results also showed that up to 31% ~ nearly one-third of respondents said they sent more than 10 SMS messages/day, meaning that on average they sent 1 SMS message for every working hour. Those with an average SMS message volume (from 3 to 10 messages/day) accounted for 51.1% and those with a low SMS message volume (less than 3 messages/day) accounted for 17%. (Table 4.4)
Table 4.4: Number of SMS messages sent per day
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
<3 news
142
17.0
17.0
17.0
3-10 news
427
51.1
51.1
68.1
>10 news
266
31.9
31.9
100.0
Total
835
100.0
100.0
Similar to sending messages, those with an average message receiving rate (from 3-10 messages/day) accounted for the highest percentage of ~ 55%, followed by those with a high number of messages (over 10 messages/day) ~ 24% and those with a low number of messages received daily (under 3 messages/day) remained at the bottom with 21%. (Table 4.5)
Table 4.5: Number of SMS messages received per day
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
<3 news
175
21.0
21.0
21.0
3-10 news
436
55.0
55.0
76.0
>10 news
197
24.0
24.0
100.0
Total
835
100.0
100.0
When comparing the data of the two result tables 4.4 and 4.5, we can see the reasonableness between the ratio of the number of messages sent and the number of messages received daily by the interview participants.
4.3 Current status of SMS advertising and Mobile Marketing
According to the interview results, in the 3 months from the time of the survey and before, 94% of respondents, equivalent to 785 people, said they received advertising messages, while only a very small percentage of 6% (only 50 people) did not receive advertising messages (Table 4.6).
Table 4.6: Percentage of people receiving advertising messages in the last 3 months
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
Have
785
94.0
94.0
94.0
Are not
50
6.0
6.0
100.0
Total
835
100.0
100.0
The results of Table 4.6 show that consumers in the inner city of Hanoi are very familiar with advertising messages. This result is also the basis for assessing the knowledge, experience and understanding of the respondents in the interview. This is also one of the important factors determining the accuracy of the survey results.
In addition, most respondents said they had received promotional messages, but only 24% of them had ever taken the action of registering to receive promotional messages, while 76% of the remaining respondents did not register to receive promotional messages but still received promotional messages every day. This is the first sign indicating the weaknesses and shortcomings of lax management of this activity in Vietnam. (Table 4.7)
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Mobile Phone Usage in Hanoi Inner City Area
zt2i3t4l5ee
zt2a3gsconsumer,consumption,consumer behavior,marketing,mobile marketing
zt2a3ge
zc2o3n4t5e6n7ts
- Test the relationship between demographic variables and consumer behavior for Mobile Marketing activities
The analysis method used is the Chi-square test (χ2), with statistical hypotheses H0 and H1 and significance level α = 0.05. In case the P index (p-value) or Sig. index in SPSS has a value less than or equal to the significance level α, the hypothesis H0 is rejected and vice versa. With this testing procedure, the study can evaluate the difference in behavioral trends between demographic groups.
CHAPTER 4
RESEARCH RESULTS
During two months, 1,100 survey questionnaires were distributed to mobile phone users in the inner city of Hanoi using various methods such as direct interviews, sending via email or using questionnaires designed on the Internet. At the end of the survey, after checking and eliminating erroneous questionnaires, the study collected 858 complete questionnaires, equivalent to a rate of about 78%. In addition, the research subjects of the thesis are only people who are using mobile phones, so people who do not use mobile phones are not within the scope of the thesis, therefore, the questionnaires with the option of not using mobile phones were excluded from the scope of analysis. The number of suitable survey questionnaires included in the statistical analysis was 835.
4.1 Demographic characteristics of the sample
The structure of the survey sample is divided and statistically analyzed according to criteria such as gender, age, occupation, education level and personal income. (Detailed statistical table in Appendix 6)
- Gender structure: Of the 835 completed questionnaires, 49.8% of respondents were male, equivalent to 416 people, and 50.2% were female, equivalent to 419 people. The survey results of the study are completely consistent with the gender ratio in the population structure of Vietnam in general and Hanoi in particular (Male/Female: 49/51).
- Age structure: 36.6% of respondents are <23 years old, equivalent to 306 people. People from 23-34 years old
accounting for the highest proportion: 44.8% equivalent to 374 people, people aged 35-45 and >45 are 70 and 85 people equivalent to 8.4% and 10.2% respectively. Looking at the results of this survey, we can see that the young people - youth account for a large proportion of the total number of people participating in the survey. Meanwhile, the middle-aged people including two age groups of 35 - 45 and >45 have a low rate of participation in the survey. This is completely consistent with the reality when Mobile Marketing is identified as a Marketing service aimed at young people (people under 35 years old).
- Structure by educational level: among 835 valid responses, 541 respondents had university degrees, accounting for the highest proportion of ~ 75%, 102 had secondary school degrees, ~ 13.1%, and 93 had post-graduate degrees, ~ 11.9%.
- Occupational structure: office workers and civil servants are the group with the highest rate of participation with 39.4%, followed by students with 36.6%. Self-employed people account for 12%, retired housewives are 7.8% and other occupational groups account for 4.2%. The survey results show that the student group has the same rate as the group aged <23 at 36.6%. This shows the accuracy of the survey data. In addition, the survey results distributed by occupational criteria have a rate almost similar to the sample division rate in chapter 3. Therefore, it can be concluded that the survey data is suitable for use in analysis activities.
- Income structure: the group with income from 3 to 5 million has the highest rate with 39% of the total number of respondents. This is consistent with the income structure of Hanoi people and corresponds to the average income of the group of civil servants and office workers. Those
People with no income account for 23%, income under 3 million VND accounts for 13% and income over 5 million VND accounts for 25%.
4.2 Mobile phone usage in Hanoi inner city area
According to the survey results, most respondents said they had used the phone for more than 1 year, specifically: 68.4% used mobile phones from 4 to 10 years, 23.2% used from 1 to 3 years, 7.8% used for more than 10 years. Those who used mobile phones for less than 1 year accounted for only a very small proportion of ~ 0.6%. (Table 4.1)
Table 4.1: Time spent using mobile phones
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Alid
<1 year
5
.6
.6
.6
1-3 years
194
23.2
23.2
23.8
4-10 years
571
68.4
68.4
92.2
>10 years
65
7.8
7.8
100.0
Total
835
100.0
100.0
The survey indexes on the time of using mobile phones of consumers in the inner city of Hanoi are very impressive for a developing country like Vietnam and also prove that Vietnamese consumers have a lot of experience using this high-tech device. Moreover, with the majority of consumers surveyed having a relatively long time of use (4-10 years), it partly proves that mobile phones have become an important and essential item in people's daily lives.
When asked about the mobile phone network they are using, 31% of respondents said they are using the network of Vietel company, 29% use the network of
of Mobifone company, 27% use Vinaphone company's network and 13% use networks of other providers such as E-VN telecom, S-fone, Beeline, Vietnammobile. (Figure 4.1).
Figure 4.1: Mobile phone network in use
Compared with the announced market share of mobile telecommunications service providers in Vietnam (Vietel: 36%, Mobifone: 29%, Vinaphone: 28%, the remaining networks: 7%), we see that the survey results do not have many differences. However, the statistics show that there is a difference in the market share of other networks because the Hanoi market is one of the two main markets of small networks, so their market share in this area will certainly be higher than that of the whole country.
According to a report by NielsenMobile (2009) [8], the number of prepaid mobile phone subscribers in Hanoi accounts for 95% of the total number of subscribers, however, the results of this survey show that the percentage of prepaid subscribers has decreased by more than 20%, only at 70.8%. On the contrary, the number of postpaid subscribers tends to increase from 5% in 2009 to 19.2%. Those who are simultaneously using both types of subscriptions account for 10%. (Table 4.2).
Table 4.2: Types of mobile phone subscribers
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
Prepay
591
70.8
70.8
70.8
Pay later
160
19.2
19.2
89.9
Both of the above
84
10.1
10.1
100.0
Total
835
100.0
100.0
The above figures show the change in the psychology and consumption habits of Vietnamese consumers towards mobile telecommunications services, when the use of prepaid subscriptions and junk SIMs is replaced by the use of two types of subscriptions for different purposes and needs or switching to postpaid subscriptions to enjoy better customer care services.
In addition, the majority of respondents have an average spending level for mobile phone services from 100 to 300 thousand VND (406 ~ 48.6% of total respondents). The high spending level (> 500 thousand VND) is the spending level with the lowest number of people with only 8.4%, on the contrary, the low spending level (under 100 thousand VND) accounts for the second highest proportion among the groups of respondents with 25.4%. People with low spending levels mainly fall into the group of students and retirees/housewives - those who have little need to use or mainly use promotional SIM cards. (Table 4.3).
Table 4.3: Spending on mobile phone charges
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
<100,000
212
25.4
25.4
25.4
100-300,000
406
48.6
48.6
74.0
300,000-500,000
147
17.6
17.6
91.6
>500,000
70
8.4
8.4
100.0
Total
835
100.0
100.0
The statistics in Table 4.3 are similar to the percentages in the NielsenMobile survey results (2009) with 73% of mobile phone users having medium spending levels and only 13% having high spending levels.
The survey results also showed that up to 31% ~ nearly one-third of respondents said they sent more than 10 SMS messages/day, meaning that on average they sent 1 SMS message for every working hour. Those with an average SMS message volume (from 3 to 10 messages/day) accounted for 51.1% and those with a low SMS message volume (less than 3 messages/day) accounted for 17%. (Table 4.4)
Table 4.4: Number of SMS messages sent per day
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
<3 news
142
17.0
17.0
17.0
3-10 news
427
51.1
51.1
68.1
>10 news
266
31.9
31.9
100.0
Total
835
100.0
100.0
Similar to sending messages, those with an average message receiving rate (from 3-10 messages/day) accounted for the highest percentage of ~ 55%, followed by those with a high number of messages (over 10 messages/day) ~ 24% and those with a low number of messages received daily (under 3 messages/day) remained at the bottom with 21%. (Table 4.5)
Table 4.5: Number of SMS messages received per day
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
<3 news
175
21.0
21.0
21.0
3-10 news
436
55.0
55.0
76.0
>10 news
197
24.0
24.0
100.0
Total
835
100.0
100.0
When comparing the data of the two result tables 4.4 and 4.5, we can see the reasonableness between the ratio of the number of messages sent and the number of messages received daily by the interview participants.
4.3 Current status of SMS advertising and Mobile Marketing
According to the interview results, in the 3 months from the time of the survey and before, 94% of respondents, equivalent to 785 people, said they received advertising messages, while only a very small percentage of 6% (only 50 people) did not receive advertising messages (Table 4.6).
Table 4.6: Percentage of people receiving advertising messages in the last 3 months
Frequency
Ratio (%)
Valid Percentage
Cumulative Percentage
Valid
Have
785
94.0
94.0
94.0
Are not
50
6.0
6.0
100.0
Total
835
100.0
100.0
The results of Table 4.6 show that consumers in the inner city of Hanoi are very familiar with advertising messages. This result is also the basis for assessing the knowledge, experience and understanding of the respondents in the interview. This is also one of the important factors determining the accuracy of the survey results.
In addition, most respondents said they had received promotional messages, but only 24% of them had ever taken the action of registering to receive promotional messages, while 76% of the remaining respondents did not register to receive promotional messages but still received promotional messages every day. This is the first sign indicating the weaknesses and shortcomings of lax management of this activity in Vietnam. (Table 4.7)
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The Goal of Moral Education for Middle School Students -
The Structure of Physical Ability of Middle School Students -
Managing the training activities for primary school managers of the Department of Education and Training of Ha Long city, Quang Ninh province according to the orientation of innovation in general education programs - 17
Characteristic
Content-based programming | Competency-based program | |
Program image | ||
Responsibility | - Responsible for providing support resources primarily. | - Providing resources, guidance, support and accountability responsibility to the final result. |
Program elements | ||
Goals/Outputs | - Requirements for specific knowledge, skills and attitudes. - Determined based on course content requirements. - Is the expectation for learners. | - Level of capacity development (comprehensive knowledge, skills, attitudes, feelings, motivations and emotions). - Developed based on the needs of work in society. - Is an expectation for both learners and teachers. |
Learning content | - Select the necessary knowledge from the subject's science. - The content is organized mainly according to the scientific logic of the subject. | - Choose the necessary skills for students in life. - Organize the main content in an integrated way to help form and develop capacity. |
Teaching and learning methods | - Based on experience in scientific research of the subject. - Pay attention to organizing learning of program content. - Adapt to experience have the whole class when studying each subject. | - Based on real life experience. - Through experience, pay attention to organizing the development of the potential available in each person. - Adapt to each person's experience in learning and life. |
Learner Assessment | - Emphasize the prescribed knowledge and skills. - Focus on summative assessment. - Focus on measuring individual subject objectives. - Mainly done by teachers. - Usually collect information at fixed times. | - Emphasize real output results in each student - Focus on process assessment (tracking progress) and summative assessment. - Focus on measuring many competencies during students' participation in real activities; - By teachers and students. - Information collected throughout the process. |
1.3.2.3. The impact of the competency-oriented curriculum on the organization of the teaching and learning process in secondary schools, the roles of students, teachers and managers.
The teaching and learning process implements the secondary school education program to meet the requirements of training students' qualities and abilities.
The general teaching and learning process can be represented by the following diagram:
The teaching process oriented towards developing students' qualities and abilities has the following basic characteristics:
- The objectives of a subject or lesson are the qualities and abilities that students must develop themselves (under the guidance of the teacher), instead of just the knowledge imparted by the teacher.
- The content of the subject is the necessary and sufficient content for students to practice the abilities specified by the teaching objectives, instead of providing as much content as possible.
- The form of teaching organization and teaching methods must be fundamentally renewed. Instead of imparting knowledge, teachers must base on teaching objectives to organize activities. Instead of sitting and listening, taking notes, and answering when asked, students must be active and through activities, create knowledge for themselves. In that process,
assessment forms used to help students achieve the lesson's competency standards
- The form of final assessment must be renewed. Instead of testing knowledge, we will assess the application of knowledge to solve problems in our own lives, with useful products.
The teaching and learning process oriented to develop students' qualities and abilities changes the position and role of teachers and students. Teachers are the main actors in the process of organizing classroom activities, guiding, supporting, and helping students in their activities. Students actively act in the way they want and can, and construct knowledge in their own way to practice their abilities. Managers must understand these characteristics to support teachers and students to teach well and learn well with IT.
The characteristics of the teaching process oriented towards developing students' qualities and abilities are the basis for determining how to apply IT in teaching and also the basis for determining solutions to manage this process.
1.3.3. Some basic principles when applying information technology in teaching at secondary schools in the direction of developing capacity to meet the requirements of current educational innovation
The application of IT in teaching is an urgent requirement to contribute to the innovation of teaching methods, improve teaching effectiveness in the direction of developing students' capacity. In the teaching process, teachers must ensure the principles of applying IT in the direction of developing basic capacity as follows:
- Ensuring subject objectives: The objectives of the new general education program in 2018 are determined to be knowledge, skills, and attitudes. These objectives are clearly defined according to the knowledge and skills standards of each lesson. Ensuring subject objectives in the process of applying IT requires teachers to determine that IT is an environment and a tool to support the teaching process, not a target.
- Forming and developing students' capacity: In the process of applying IT in teaching and learning, it is oriented towards developing students' capacity and qualities. In addition to ensuring the objectives of the subject according to knowledge and skills standards, teachers must determine which capacities and qualities the application of IT in teaching and learning will aim to form and develop in students? To what extent will the capacity and qualities be developed? To do this, teachers must determine the objectives of the lesson or in a specific lesson that will aim to form and develop specific capacities for students, thereby choosing the appropriate form and level of IT application.
1.3.4. Content of information technology application in teaching in secondary schools
In practice, the application of IT in teaching is carried out in all stages of the teaching process, this has been proven from theory and reality. The application of IT in teaching in secondary schools is carried out in the following stages:
Application of IT in designing teaching lessons with IT application
Teachers must determine what type of lesson plan to make? Does the lecture support IT application in some stages or is it an E-Learning lecture? After determining the type of lecture, plan to build the lecture; write a script for the lecture, paying attention to the method and sequence of teaching the subject. Use IT techniques to build a collection of materials for the lecture; use IT operations and techniques to design appropriate lectures. Teachers must know how to choose software and supporting equipment, as well as build a teaching process through specific activities of the lecture.
Applying technology in implementing lesson plans
Using lesson plans with IT applications requires teachers to know how to organize learning activities for students in an IT environment. Teachers must have the skills to use IT in pedagogical situations. Teaching requires teachers to have both subject knowledge and IT knowledge. When teaching, teachers